Arguing collaboratively: Argumentative discourse types and their potential for knowledge building

• DOI: 10.1111/bjep.12078
• Publication Date: 2015-05-14T06:07:11Z
• Authors: Mark Felton; Merce Garcia‐Mila; Constanza Villarroel; Sandra Gilabert
• Keywords: Argumentative; Affect; Socratic questioning

Background There is growing interest in using argumentative discourse educational settings. However, a previous study, we found that goals (persuasion vs. consensus) while arguing can affect student outcomes both content learning and reasoning. Aims In this look at data from study to ask how differences might account for the observed reasoning outcomes. Sample One hundred five dialogues (57 disputative, 48 between 7th grade science students attending public high school near Tarragona, Spain. Methods Participants were randomly assigned conditions paired with peers who disagreed them on three topics related renewable energy sources. After instruction each topic, they asked either ‘argue convince’ condition) or reach consensus’ (consensus topic. Conversations audio‐recorded transcribed analysis. Results Students persuasion condition engaged shorter conversational exchanges around claims more likely use moves foreclosed discussion, whereas consensus elicited, elaborated on, integrated their partners' ideas. Conclusions When – rather than defend conclusion, are coconstruct knowledge by exchanging integrating arguments. These findings consistent predictions about potential of argumentation building suggest teachers must attend when support